本文選題：哈薩克斯坦學(xué)生 + “是”字句　； 參考：《新疆大學(xué)》2017年碩士論文

【摘要】：本文以新疆大學(xué)的哈薩克斯坦語(yǔ)言生及學(xué)歷生為研究對(duì)象,以新疆大學(xué)外籍留學(xué)生所使用教材《博雅漢語(yǔ)》中涉及到的“是”字句為具體研究范圍,按照偏誤分析及中介語(yǔ)相關(guān)理論,采用問(wèn)卷調(diào)查法、對(duì)比分析法以及統(tǒng)計(jì)分析法,分析收集到的哈薩克斯坦留學(xué)生學(xué)習(xí)中出現(xiàn)的各水平漢語(yǔ)語(yǔ)料,得出哈薩克斯坦留學(xué)生學(xué)習(xí)“是”字句時(shí)產(chǎn)生的主要偏誤類型,如誤代、錯(cuò)序、遺漏、雜糅、誤加等,并以此為基礎(chǔ)進(jìn)行總結(jié),探索偏誤產(chǎn)生的相應(yīng)緣由。本文結(jié)合新疆大學(xué)哈薩克斯坦留學(xué)生“是”字句偏誤語(yǔ)料分析及新疆大學(xué)國(guó)際文化交流學(xué)院對(duì)外漢語(yǔ)教師“是”字句問(wèn)卷調(diào)查結(jié)果,針對(duì)哈薩克斯坦留學(xué)生習(xí)得“是”字句提出宏觀及微觀上的教學(xué)建議。本文的創(chuàng)新之處在于以《博雅漢語(yǔ)》系列教材為依托,通過(guò)漢、哈語(yǔ)“是”字句構(gòu)成比較,分析找出哈薩克斯坦學(xué)生習(xí)得“是”字句偏誤類型、比重、成因,并從教材、教師、教學(xué)三個(gè)方面提出具體建議。除此之外,筆者結(jié)合本文第二章漢哈句式比較、第三章調(diào)查與分析結(jié)果、第四章偏誤類型及成因所得結(jié)論針對(duì)九種句式逐一提出具體建議。對(duì)“是”字句的習(xí)得情況進(jìn)行全面分析,這樣才能更完整地掌握留學(xué)的習(xí)得情況,有利于幫助教師選用恰當(dāng)?shù)慕虒W(xué)方法及策略,使留學(xué)生更有效地掌握“是”字句各句式,更好地進(jìn)行漢語(yǔ)教學(xué),進(jìn)而達(dá)到漢語(yǔ)交際這一目標(biāo)。
[Abstract]:This paper takes the Kazakh language students and diploma students of Xinjiang University as the research object, and takes the "is" sentence in the textbook "Boya Chinese" used by the foreign students of Xinjiang University as the specific research scope. According to the error analysis and interlanguage theory, this paper uses questionnaire, comparative analysis and statistical analysis to analyze the Chinese language data collected from Kazakh students studying in different levels. It is concluded that the main types of errors, such as error-generation, misorder, omission, hybridity, mis-addition and so on, are produced when students of Kazakstan study "is", and on this basis, the author sums up and explores the corresponding reasons for the occurrence of errors. This paper is based on the analysis of the errors in the sentences of the Kazakh students studying abroad in Xinjiang University and the questionnaire survey of the teachers of Chinese as a foreign language at the Institute of International Cultural Exchange of Xinjiang University. This paper puts forward macro-and micro-level teaching suggestions for Kazakh students' acquisition of "is". The innovation of this paper is based on the series of textbooks "Boya Chinese", through the comparison of the construction of "is" sentence in Chinese and Kazakh language, the author analyzes and finds out the type, proportion, cause of error of "is" sentence acquired by Kazakh students, and from the teaching material and teacher, Three aspects of teaching put forward specific suggestions. In addition, the author combined with the second chapter of the comparison of Han-ha sentence patterns, the third chapter of the investigation and analysis of the results, the fourth chapter of the types of errors and the causes of the conclusions for the nine sentence patterns to put forward specific recommendations one by one. This paper makes a comprehensive analysis of the acquisition of the "is" sentence, so as to master the acquisition situation of studying abroad more completely, help the teachers to choose the appropriate teaching methods and strategies, and enable the foreign students to master each sentence structure of the "Yi" sentence more effectively. Better Chinese teaching, and then achieve the goal of Chinese communication.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1817877